The changing nature of teaching and unit evaluations in Australian universities
| Published date | 06 July 2012 |
| DOI | https://doi.org/10.1108/09684881211240321 |
| Date | 06 July 2012 |
| Pages | 274-288 |
| Author | Mahsood Shah,Chenicheri Sid Nair |
| Subject Matter | Education |
The changing nature of teaching
and unit evaluations in Australian
universities
Mahsood Shah
Office of the Deputy Vice Chancellor Academic, RMIT University,
Melbourne, Australia, and
Chenicheri Sid Nair
Centre for Advancement of Teaching & Learning, University of Western
Australia, Perth, Australia
Abstract
Purpose – Teaching and unit evaluations surveys are used to assess the quality of teaching and the
quality of the unit of study. An analysis of teaching and unit evaluation survey practices in Australian
universities suggests significant changes. One key change discussed in the paper is the shift from
voluntary to mandatory use of surveys with the results used to assess and reward academic staff
performance. The change in the direction is largely driven by the introduction of performance-based
funding as part of quality assurance arrangements. The paper aims to outline the current trends and
changes and the implications in the future such as increased scrutiny of teaching and intrusion to
academic autonomy.
Design/methodology/approach – The paper is based on the analysis of current teaching and unit
evaluation practices across the Australian university sector. The paper presents the case of an
Australian university that has introduced performance-based reward using various measures to
assess and reward academic staff such as the outcome of student satisfaction surveys. The analysis of
external quality audit findings related to teacher and unit evaluations is also presented.
Findings – The findings suggest a shift in trend from the use of voluntary to mandatory tools to
assess and reward quality teaching. The case of an Australian university outlined in the paper and the
approach taken by seven other universities is largely driven by performance-based funding. One of the
key concerns for many in higher education is the intrusion of academic autonomy with increased focus
on outcomes and less emphasis on resources needed to produce excellence in learning and teaching
and research. The increased reliance on student happiness as a measure of educational quality raises
the questions on whether high student satisfaction would strengthen academic rigour and student
attainment of learning outcomes and generic skills which are seen as key factors in graduate exit
standards.
Practical implications – The renewal of quality assurance and performance-based funding using
student satisfaction as a measure of educational quality will result in increased use of student voice to
assess learning and teaching outcomes. Such direction will increase the accountability on academics to
improve student experience and the measures will be used to assess academic staff performance.
Originality/value – The paper outlines the trends and changes in the teacher and unit evaluations in
Australian universities and its implications in the future. The paper also provides a case of an
Australian university that has recently made teacher and unit evaluations compulsory with the results
used in academic staff annual performance review and linking reward with performance outcomes.
Keywords Teaching and unitevaluations, Performance-basedfunding, Quality assurance,
Performance appraisal, Teaching, Australia, Universities
Paper type Case study
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0968-4883.htm
QAE
20,3
274
Quality Assurance in Education
Vol. 20 No. 3, 2012
pp. 274-288
qEmerald Group Publishing Limited
0968-4883
DOI 10.1108/09684881211240321
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